few_shots: Example:
Problem/activity:
Narrative
The purpose of this activity is for students to create composite shapes and compose new shapes from composite shapes. For example, students may find that a rectangular prism can be made from four triangular prisms or from eight smaller cubes. Students then discover that they can combine two of the composed rectangular prisms to make a new rectangular prism.
Required Materials
Materials to Gather
Geoblocks
Launch
Groups of 4
Give each group geoblocks.
Display a large cube.
“This cube can be built from other shapes. See how many ways you can build a cube using other shapes.”
3 minutes: partner work time
Share responses.
Activity
“Choose a different shape. Try to find smaller shapes you can use to build that shape.”
5 minutes: partner work time
Student Response
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Activity Synthesis
Display a cube and a composite cube—for example, a cube composed of four small cubes and one rectangular prism.
Demonstrate putting the shapes together.
“What new shape did I make with the cube and the cube I made?”
“Put your shapes together to make a rectangular prism.”
Display a rectangular prism and two triangular prisms.
“Find these shapes. Put them together. What new shape can you make?” (a cube, a rectangular block)


Standard options: 
A. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
B. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
C. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)


Thought: This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

1
options: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
problem_activity: Task
A preserved plant is estimated to contain $1$ microgram (a millionth of a gram) of
Carbon $14$.    The amount of Carbon 14 present
in the preserved plant is modeled by the equation
$$
f(t) = A\left(\frac{1}{2}\right)^{\frac{t}{5730}}
$$
where $t$ denotes time since the death of the plant, measured in years,
and $A$ is the amount of Carbon $14$ present in the plant at death, measured
in micrograms.
How much Carbon $14$ was present in the living plant assuming it died  $5000$ years ago?
How much Carbon $14$ was present in the living plant assuming it
died $10000$ years ago?
The half-life of Carbon $14$ is the amount of time it takes for half of the
Carbon $14$ to decay.  What half-life does the expression for  the function $f$
imply for Carbon $14$?


correct_option_index: 2